![]() Last but not least teaching must be regarded as a profession that requires special training programs. The basis of education must be facts and the experimental method applied whenever necessary. At the same time, equality was practiced in education, and discrimination was eliminated. ![]() The Americans decentralized administration and authority. Decision-making was left to the civilian population. The Division removed the military from academic institutions. The position was militarism and ultra-nationalism (promoting Japanese cultural unity) must not be a segment of school curriculum. Eventually, these standards became benchmarks for the CIE to ascertain genuine progress in education reforms. Principles were general, but their expression was comparative. CIE was aware patterns built from these theories were relative to circumstances. The primary strategy was to establish standards of education common among democratic societies. ![]() Some of the CIE's concerns were the 6-3-3-4 school ladder, core curriculum, the program of tests and policies, graduation requirements, collaborative style of learning, and a new course in social studies. The CIE's objective was to eliminate practices that contradicted the tenets of democracy and employ democratic models. The Civil Information and Education Division (CIE) under SCAP followed seven principles for implementing education reforms in occupied Japan. Initially, before the Japanese Ministry of Education ( MEXT) and Allied command's Civil Information and Education Section (CI&E) produced new textbooks to replace them, narratives in existing Japanese textbooks found to extol feudalistic, nationalistic, militaristic, authoritarian, State Shinto-religious, or anti-American views were censored during class by students through a process of Suminuri-Kyōkasho, or "blackening-over textbooks" with ink, under orders of the Supreme Commander for the Allied Powers (SCAP). The use of kanji script was overhauled and greatly simplified, eliminating all but 1,850 more commonly used characters, referred to as the tōyō kanjihyō. Classes became co-educational single track system composed of 9 compulsory years, moving away from the former 6-year, single-sex, multi-track system. Much of the reform was focused on conditioning students to more readily accept democratic, liberal and egalitarian ideals, directly competing with the prevailing hierarchical structures deeply ingrained in every level of Japanese society, from family life to government institutions. A less centralized hierarchy of school administrators was introduced totally unprecedented, parents were allowed to vote for school boards. Over the period of occupation, these and many other trends were changed. The ratio of school years was made to resemble that of the United States' which was 6 years Primary education ( elementary schools) : 3 years Lower Secondary education ( junior high schools) 3 years Upper Secondary education ( senior high schools) : 4 years Higher Education ( Universities or colleges). Traditional Japanese methods were nearly opposite to that of the United States: control of schools was highly centralized, rote memorization of book knowledge without much interaction described the standard student-teacher relationship, and the study texts were described as boring. SCAP philosophy regarded a reformed educational system as vital for Japan to become a democratic nation. After Japan's defeat, the occupation forces ( SCAP) undertook the task of reconstruction. Bombings destroyed some schools, and others were used as refuge centers. Also influential were the two Reports of the United States Education Mission to Japan (March 1946 September 1950).ĭuring World War II, many Japanese students were mobilized for the war effort, practicing military drills, working in factories, while schools became factory-like production centers. Nugent) of the Supreme Commander for the Allied Powers (SCAP, in Japanese: "GHQ"). Trainor) of the Civil Information and Education Section (CIE Kermit R. The reforms were directed by the Education Division (Joseph C. ( August 2022)Įducational reform in occupied Japan (August 1945 – April 1952) encompasses changes in philosophy and goals of education nature of the student-teacher relationship coeducation the structure of compulsory education system textbook content and procurement system personnel at the Ministry of Education (MEXT) kanji script reform and establishment of a university in every prefecture. If you are confident enough in your fluency of English and Japanese, please feel free to join this translation. This article has been translated from the article 学制改革 in the Japanese Wikipedia, and requires proofreading.
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